- Fostering foreign language learning through technology-enhanced intercultural projects
-
...learners. The
learning tasks were not beyond the learners’ language abilities, and the E-pal project was considered the
easiest (M = 4.40).
Table 2. Learners’ Attitudes Towards TEILI and its Instr...
by Jen Jun Chen, Shu Ching Yang
in Volume 18 Number 1, February 2014
- L2 blogging: Who thrives and who does not?
-
...learners but a negative effect on less-satisfied
learners” and “less-satisfied learners preferred being given writing topics while satisfied learners
considered this demotivating”. The generated the...
by Rainbow Tsai-Hung Chen
in Volume 19 Number 2, June 2015
- Enhancing extensive reading with data-driven learning
-
...learners with higher levels
of proficiency, its results among lower proficiency learners have been mixed—in part because some lower
proficiency learners find the KWIC presentation of lexical items t...
by Gregory Hadley, Maggie Charles
in Volume 21 Number 3, October 2017 Special Issue on Corpora in Language Learning and Teaching
- Activate space rats! Fluency development in a mobile game-assisted environment
-
...learners “is important at all levels of proficiency”
(Nation & Newton, 2008, p. x), as it motivates learners to speed up and automatize language use. However,
activities that promote fluency develop...
by Jennica Grimshaw, Walcir Cardoso
in Volume 22 Number 3, October 2018
- Learners' Perspectives on Networked Collaborative Interaction With Native Speakers of Spanish in the US
-
...learner discourse: Learner-learner
collaborative interaction in the zone of proximal development. Issues in Applied Linguistics, 6(2), 93-122.
Ohta, A. (2000). Rethinking interaction in SLA: Developme...
by Lina Lee
in Volume 08 Number 1, January 2004
- The affordances of process-tracing technologies for supporting L2 writing instruction
-
...learner autonomy, students need scaffolding and formative assessment of the
metacognitive as well as the cognitive elements of process engagement. They also need to develop skills in
interpreting pr...
by Jim Ranalli, Hui-Hsien Feng, Evgeny Chukharev-Hudilainen
in Volume 23 Number 2, June 2019
- Willingness to communicate and oral communicative performance through asynchronous video discussions
-
...learners’ willingness to
communicate?
2. How do asynchronous video discussions impact intermediate Spanish learners’ oral communicative
performance?
3. What are intermediate Spanish learners’ perc...
by Nadia Jaramillo Cherrez, Larysa Nadolny
in Volume 27 Number 1, 2023
- The role of offline metalanguage talk in asynchronous computer-mediated communication
-
...Learner A's Japanese
partner; LA: learner A; LB: Learner B (Learner A's peer partner); On: online interaction; Off: offline
interaction.
The unique functions of repetition in the collaborative dial...
by Keiko Kitade
in Volume 12 Number 1, February 2008
- The AI chatbot interaction for semantic learning: A collaborative note-taking approach with EFL students
-
...learners using the cCNT
strategy?
Research Question 2: Do EFL learners using the AI-CNT strategy demonstrate significantly higher self-
efficacy compared to learners using the cCNT strategy?
Resear...
by Mei-Rong Alice Chen
in Volume 28 Number 1, 2024
- Does Second Life improve Mandarin learning by overseas Chinese students?
-
...learners with an interface in which
users are able to directly control the objects in the context of the virtual world. The superior learning
experience of SL increases “immersion and active learner...
by Yu-Ju Lan
in Volume 18 Number 2, June 2014 Special Issue: Game-informed L2 Teaching and Learning
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